Year 3 Number 63 January 9th 2001
Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being SHARED
Happy New Year!
Only three simple words and behind them a whole world of good wishes, illusions, plans and resolutions to live a better life, to be good to oneself and, most importantly, to others once and for all, starting as from to today, as from this new year.
In Argentina, this year these three words might take up a completely different meaning. I am sure that what we are wishing each other and wishing ourselves this year is peace, work and the possibility to dream with a better Argentina. A dream we always had, a dream we were born with and brought up with and that was so unjustly stolen from all of us.
This year, we pray to God that He gives us all back this capacity to dream of a better country, of a better world.
A dear SHARER from Villa Mercedes, San Luís, Silvia Della Vedova, sent us a beautiful New Year message. It contained this poem by Miguel de Unamuno which reminds us of who to turn to in times of turmoil and uncertainty and what spirit should always guide us, teachers, who have the enormous responsibility of teaching our children to dream and doing our tiny bit to help them to make their dreams come true :
Agrándame la puerta, Padre
Porque no puedo pasar,
La hiciste para los niños
Y he crecido a mi pesar.
Si no me agrandas la puerta,
Achícame, por piedad,
Vuélveme a esa edad bendita,
en que vivir, es soñar...
Omar and Marina.
In SHARE 63
1.- The Sound and the Fury.
2.- News from Universidad CAECE.
3.- Management Courses for Teachers in the summer.
4.- Multiple Intelligences : The Theory behind the Myths.
5.- Well Done, APrIR !
6.- I wish you enough.
7.- SONAPLES ; International Congress in Chile.
8.- Listen to the Experts: What is Love?
9.- Would you like to teach English to babies?
1.- THE SOUND AND THE FURY
Our dear SHARER Héctor Oliva Fuentes from Lima, Perú sends us this interesting article for the many SHARERS who are word-lovers:
“The word blooper is an example of onomatopoeia [ah'-nuh-ma'-tuh-PEE-uh]. This intimidating word breaks down into two Greek roots: onomat-, meaning name, and poein-, meaning to make. It denotes a word-making process in which a thing or action is represented by an imitation of the sound that it makes. In other words, the very sound of the word suggests the sense.
Even though this isn't the principal way that words come into our language, there are quite a few such words in daily use. They tend to be monosyllabic, many of them represent body noises - human or animal - and they are certainly evocative and descriptive. They're fun words. Here are some representatives. No doubt you'll be able to come up with many more.
babble, bobwhite , clank, creak ,gobble, neigh, rustle, squeak ,tweet .yip, bam ,bong
click, ding, grunt, oink, shush, swish, whack, yuck, bang, burp, cluck, flap, huff, ping
slap, throb, whippoorwill, zing , beep, cackle , coo , gargle , moo, plink, snicker, toot
whirr ,zip ,bobolink, cheep, chunk, cough , giggle , mumble, quack, splat, towhee,
One last thought: why doesn't onomatopoeia sound like what it is? “
2.- NEWS FROM UNIVERSIDAD CAECE
Our dear SHARER Professor Ana María Rozzi de Bergel writes to us :
Universidad CAECE is proud to announce that its Licenciatura en Enseñanza del Idioma Inglés is entering its 5th year.The course is two years long and the curriculum seeks to develop the ability to put theory into practice, taking teachers beyond the classroom to become course designers, lecturers and consultants. Graduates have access to Master's programmes in Argentina and abroad.
Classes are held on Saturdays, from 8:30am to 12:30am and from 1:30 to 5:30 pm. Subjects have no prerequisite relationships with one another, but they are closely and coherently related to one another around integrative projects. To pass, students are expected to present their projects before an examination board at the end of each semester and to produce a final dissertation; however, process evaluation is one of CAECE's main assessment techniques.
Ana María Rozzi de Bergel
Coordinator - Licenciatura en Enseñanza del Idioma Inglés
Presidente Perón 2966
3.- MANAGEMENT COURSES FOR TEACHERS IN THE SUMMER
Our dear SHARER , Laura Lewin will be offering her renowned courses on management this summer in B.A. They will be offered in a new format with classes meeting once a week for two hours. Here is Laura´s information:
Coordinating Successfully 1 : The basic skills for the Successful Coordinator
Fridays 10:00 am -12:00 pm ( Program starts on 11 January/ 4 meetings)
Contents: Recruiting and Hiring Teachers, Interviewing Techniques, Induction/Training, Observation of Classes, Holding Effective Appraisals, Teacher Evaluation and Feedback, Motivation of Teachers & Staff, Creating a Team Atmosphere, Handling Difficult Personalities, Leadership tips, and Total Quality Management.
Coordinating Successfully II :More tips and Techniques for the Successful Coordinator
Fridays 12:00 pm to 2:00 pm (Program starts on 11 January/ 4 meetings)
Contents: The Role of the Coordinator, Communicating Effectively, Team Work, Handling Better Staff Meetings,
Delegating Wisely, Time Management, How to be an Understanding and an Understood Boss, How to Earn the Respect of your Staff, Getting along with “Your” Boss, and How to Assess your Success as a Coordinator.
Marketing for English Institutes and Schools : Would you like to Attract More and Better Students, Increase Student Satisfaction, and Make Better Decisions? Fridays 2:00 pm to 4:00 pm (Program starts on 11 January/ 4 meetings)
Contents: Mission Statement, Marketing for Schools- Why?, Problem Solving Techniques, Decision Making, Surveys and Evaluations, Strategic Planning, Easy- to- use Marketing Plans , Identifying Opportunities, Positioning, Setting Prices, Competition, Promotion and Selling, and Quality Customer Service.
New reduced prices this summer. For further information, please contact ABS International , New address: Av Santa Fe 2818 3 E Buenos Aires
(011) 4829-0374 - firstname.lastname@example.org
4.- MULTIPLE INTELLIGENCES: THE THEORY BEHIND THE MYTHS
It is a great pleasure for Marina and I to publish this interesting article that our dear SHARER and friend Mónica Domínguez wrote on MI Theory.
For most of the twentieth century, psychologists’ ideas about intelligence were derived from statistical analysis of short-answer tests, which considered intelligence as being only one: “g” or general intelligence. Using these instruments and analysis, psychologists considered a person intelligent or not on the basis of his or her ability to solve logical-mathematical, linguistic and some spatial problems.
In “Frames of Mind” (1983) and in “Multiple Intelligences, the Theory in Practice” (1993) , Howard Gardner argues that using these instruments and methods does nor adequately capture human problem-solving capabilities. Instead, he defines intelligence as the ability to solve problems in real-life contexts -which, as we know, are not always of a logical-mathematical, linguistic or spatial nature- or to create something of value for the community. He then coins the term Multiple Intelligences (MI), which draws from psychology, neurology, biology, sociology, anthropology, the arts and humanities, to identify eight intelligences (originally seven). Apart from the three intelligences mentioned above, Gardner has included Musical, Bodily-kinesthetic, Intrapersonal, Interpersonal and Naturalist. A ninth, existential, is currently under consideration (Gardner, 2001).
It may be helpful to clear up some common misconceptions with regard to MI: the first one is the confusion between an intelligence and a domain of knowledge or discipline (Gardner 1995). In Gardner’s scheme, an intelligence is a biological and psychological potential: a capacity that resides in each person. A domain or discipline is an arena or body of knowledge that gives people the opportunity to use their intelligence in different ways and in which varying degrees of expertise can be developed. Examples of disciplines or domains in our culture are mathematics, medicine, gardening, engineering, sports. Carrying out work in a domain, requires that a person use several different intelligences. For instance, gardening requires naturalist, bodily-kinesthetic and spatial intelligences. Similarly, each intelligence can be used in a variety of domains - e.g. linguistic ability can be used in writing, avid reading, acting, teaching, journalism and oratory among others.
Another source of misunderstanding is the equation of multiple intelligences with learning styles. Learning styles refer to the different approaches that individuals take when trying to make sense of diverse kinds of content. (Dunn & Dunn –1978, 1992, Gregorg –1985, Mc Carthy –1982). Typically, a learning style is thought to cut across all content areas. So, if a person is a kinesthetic or tactile learner, she will learn best when learning new material –whether history or cooking- by using her hands or sense of touch. In contrast, the intelligences represent potentials or capacities that are linked to neurological functions and structures and that respond to particular content in the world. One thing is to demonstrate a good memory or ability to remember what one has heard or listened to (auditory learner) and quite another thing is to have the ability to appreciate, play or compose music (Musical Intelligence).
Moreover, traditional conceptions of intelligence hold that intelligence remains the same in all situations. That is to say, one’s intelligence does not change, whether one is solving a math problem, learning how to ski, or finding one’s way around a new city. Modern conceptions point out that the thinking and learning required outside of school are often situated and contextualized. Most intellectual work does not occur in isolation: when people work in different kinds of settings, their abilities to solve problems differ. Apart from traditional test settings, problem solving is usually tied to certain goals and tasks and often aided by other people and an assortment of tools and resources. (Vygotsky- published in 1978).
At first glance, MI appears to be compatible with many other educational philosophies and approaches such as educating the “whole child”, “project-based learning”, an “interdisciplinary curriculum”, and so on. But this leads to the question of whether adopting the theory simply becomes a new label to describe existing practices and beliefs. Although MI may sometimes serve this purpose, it can also provide a theoretical foundation and validation for teachers’ beliefs and practices, deepening and extending them to new domains. The theory can become a framework for thinking about the students we teach and how to teach them, helping teachers become more reflective and explicit about the pedagogical choices they make. As with any other theory, people may initially use MI in superficial ways, and some may continue to do so for years. But if educational goals and criteria for reaching those goals can be articulated, then MI can become an ally to rigorous learning.
In all cases, it is useful to bear in mind that MI does not prescribe any particular approach or activities. It is not a technique, it is certainly not about labelling students. It is much deeper and safer than that. It is a “mind set” ensured both by the sound knowledge of the theory and a caring attitude towards learning.
In the view of many teachers, authors and researchers, Multiple Intelligences Theory enriches education in so far as it incorporates aspects of real life that are not always considered. Thus, an MI-oriented school (the same as other Education Reforms dating back to John Dewey’s in the early 1900’s) strives to “let the hundreds bloom”, as so wisely the Chinese proverb goes.
Howard Gardner, “Frames of Mind”- 1983, “The Unschooled Mind” –1991, “Multiple Intelligences, the Theory in Practice”- 1993, “Reflections on Multiple Intelligences: Myths and Messages”- 1995, 1999.
Lev Vygotsky, “Thought and Language” and “The Problem and the Approach” (late 1920´s Revised 1978, 1986).
John Dewey, “Education as Growth”-1915, “Democracy and Education” -1916
Mónica Domínguez is a Methodology teacher at Sagrado Corazón, BA. Student at Harvard Graduate School of Education: Howard Gardner’s Project Zero
Head of Creative Learning Centre, for Personal and Professional Development where this summer she will be offering:
Summer Course: The Theory of Multiple Intelligences and Teaching for Understanding: Practical Applications
Tuesdays from 6:00 to 8:00 p.m. One group starting January 8th
Contact CLC about other choices.
Fee: $50 the whole month (only Summer offer)
Venue: French 2850 6 A Capital Federal
More information from: 4 823-6941 / 154 0421145 / email@example.com
Visit Mónica´s Website: www.creativelearning.homestead.com,
5.- WELL DONE, APRIR !
Our very dear friend and SHARER Nora Séculi, President of Asociación de Profesores de Inglés de Rosario sends all SHARERS an invitation to visit the Association´s Website at : http://www.aprir.20m.com
There you will find information about APrIR ´s activities, on their publications, and about the material in their book and video library, among many other items of local and general interest.
2001 was APrIR´s Silver Jubilee. Both Marina and I wish to express our heartfelt congratulations to the Rosario Association, one of the biggest in our country, for their indefatigable efforts to serve the ELT professional community in their area.
and contribute their well-earned prestige to our Federation.
6.- I WISH YOU ENOUGH
Our very dear friend and SHARER from Tucumán, Alicia Nasca, sends us this beautiful story and her best wishes for the New Year.
I wish you enough
Recently I overheard a father and daughter
in their last moments together.
They had announced her departure and standing near the security gate, they hugged and he said, " I love you. I wish you enough."
She said, "Daddy, our life together has been more than enough. Your love is all I ever needed. I wish you enough, too, Daddy."
They kissed and she left. He walked over toward the window where I was seated. Standing there I could see he wanted and needed to cry. I tried not to intrude on his privacy, but he welcomed me in by asking, "Did you ever say good-bye to someone knowing it would be forever?"
"Yes, I have," I replied. Saying that brought back memories I had of expressing my love and appreciation for all my Dad had done for me.
Recognizing that his days were limited, I took the time to tell him face to face how much he meant to me. So I knew what this man was experiencing.
"Forgive me for asking, but why is this a forever good-bye?" I asked.
"I am old and she lives much too far away. I have challenges ahead and the reality is, the next trip back would be for my funeral, " he said.
"When you were saying good-bye I heard you say, 'I wish you enough."
”May I ask what that means?"
He began to smile. "That's a wish that has been handed down from other generations. My parents used to say it to everyone." He paused for a moment and looking up as if trying to remember it in detail, he smiled even more.
"When we said 'I wish you enough,' we were wanting the other person to have a life filled with just enough good things to sustain them," he continued, and then turning toward me he shared the following as if he were reciting it from memory.
"I wish you enough sun to keep your
I wish you enough rain to appreciate the sun more.
I wish you enough happiness to keep your spirit alive.
I wish you enough pain so that the smallest joys in life appear much bigger.
I wish you enough gain to satisfy your wanting.
I wish you enough loss to appreciate all that you possess.
I wish enough "Hello's" to get you through the final "Good-bye."
He then began to sob and walked away.
My friends and loved ones, I wish you ENOUGH!
7.- SONAPLES : INTERNATIONAL CONGRESS IN CHILE
Our dear SHARER Ana María Burdach R., President of the Organizing Committee of
XIII Encuentro de SONAPLES, firstname.lastname@example.org sends us this information about this forthcoming event:
La Pontificia Universidad Católica de Chile tiene el agrado de invitar a académicos de lenguas extranjeras de universidades chilenas y de instituciones de enseñanza superior a participar en el XIII Encuentro de SONAPLES (Sociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior), que se realizará entre el 19 y el 22 de marzo del 2002 en el Instituto de Letras, Campus San Joaquín -Vicuña Mackenna 4860- en Santiago de Chile.
Tema del Encuentro:
"Los desafíos de la globalización y el profesor de lenguas extranjeras".
Auspicia: Instituto Profesional Chileno-Británico de Cultura
1. Sesiones Plenarias
2. Mesa Redonda con participantes extranjeros y nacionales: "Los desafíos de la globalización y el profesor de lenguas extranjeras"
3. Ponencias en torno a las siguientes áreas del tema central:
* Fonética y fonología. Miriam Cid, Ph.D. email@example.com
* Psicolingüística y lingüística aplicada. Mary Jane Abrahams, M.A.
* Literatura/cultura y lenguas extranjeras. María Ester Martínez, Ph.D. firstname.lastname@example.org
* Investigación en lenguas extranjeras. Hernán Pons, M.A. email@example.com
* Español para Extranjeros. María Isabel Mizón, M.A. mmizón@puc.cl
* New Developments in the Teaching and Learning of English Grammar and Vocabulary.
* Applied Linguistics, Language Teaching and the Discourse of English texts.
Este taller estará a cargo del Profesor Ronald Carter, cátedra 'Modern English Language', Departmento de English Studies, Universidad de Nottingham, Inglaterra. El Profesor Carter es, además, editor de The Cambridge Guide to the Teaching of English to Speakers of Other Languages (2001) y de la Serie INTERFACE de la editorial Routledge. Entre sus publicaciones se encuentran The Language of Speech and Writing (2001); Vocabulary: Applied Linguistic Perspectives (1998); Exploring Spoken English (1997); Investigating English Discourse (1997); Working with Texts (1997, 2001); y Language as Discourse: Perspectives for Language Teaching (1996).
Los socios de SONAPLES y extranjeros que deseen presentar una comunicación en el XIII Encuentro deberán enviar la ficha de inscripción y el resumen escrito de su trabajo con un máximo de 250 palabras (con copia en diskette, plataforma PC, Word 6.0) antes del 30 de diciembre de 2001. La aceptación del trabajo se comunicará a partir de la primera semana de enero de 2002.
En el momento de la inscripción, el expositor deberá entregar el diskette de su ponencia con copia impresa de esta. La ponencia tendrá una extensión no superior a 12 carillas, digitadas a doble espacio, incluyendo notas al pie de página y bibliografía.
Para participar en calidad de expositor, es necesario ser socio de SONAPLES y estar al día en las cuotas. La cuota anual es de $10.000 Chilenos. Para regularizar cualquier situación relativa a la Sociedad, se ruega dirigirse a:
Teresa Espinoza, M.A. (Tesorera)
Fono: 41 - 225 420 Concepción
Rosa Rodríguez, M.A. (Secretaria)
Universidad de Chile - Facultad de Humanidades; firstname.lastname@example.org
NOTA: Para hacerse socio de SONAPLES se ruega enviar una solicitud solicitando su incorporación y antecedentes curriculares a:
Presidente - Facultad de Humanidades
Universidad de Chile, Ignacio Carrera Pinto 1025, Santiago, Chile email@example.com
8.- LISTEN TO THE EXPERTS : WHAT IS LOVE?
Our dear friend and SHARER, Annie Altamirano from Punta Alta sent us this message to share with you all.
Subject: Love is ....
A group of professional people posed this question to a group of 4 to 8 year-olds, "What does love mean?" The answers they got were broader and deeper than anyone could have imagined. See what you think:
"When my grandmother got arthritis, she couldn't bend over and paint her toenails anymore. So my grandfather does it for her all the time, even when
his hands got arthritis too. That's love."
Rebecca - age 8
"When someone loves you, the way they say your name is different. You know that your name is safe in their mouth."
Billy - age 4
“Love is when a girl puts on perfume and a boy puts on shaving cologne and they go out and smell each other."
Karl - age 5
"Love is when you go out to eat and give somebody most of your French fries without making them give you any of theirs."
Chrissy - age 6
"Love is what makes you smile when you're tired."
Terri - age 4
"Love is when my mommy makes coffee for my daddy and she takes a sip before giving it to him, to make sure the taste is OK."
Danny - age 7
"Love is when you kiss all the time. Then when you get tired of kissing, You still want to be together and you talk more. My mommy and Daddy are like that. They look gross when they kiss,"
Emily - age 8
“Love is when you tell a guy you like his shirt, then he wears it everyday."
Noelle - age 7
"Love is like a little old woman and a little old man who are still friends even after they know each other so well."
Tommy - age 6
"During my piano recital, I was on a stage and scared. I looked at all the people watching me and saw my daddy waving and smiling. He was the only one doing that. I wasn't scared anymore,"
Cindy - age 8
"My mommy loves me more than anybody. You don't see anyone else kissing me
to sleep at night."
Clare - Age 5
"Love is when mommy gives daddy the best piece of chicken."
Elaine - age 5
"Love is when mommy sees daddy smelly and sweaty and still says he is handsomer than Robert Redford."
Chris - age 8
"Love is when your puppy licks your face even after you left him alone all day."
Mary Ann - age 4
"You really shouldn't say 'I love you' unless you mean it. But if you mean it, you should say it a lot. People forget,"
Jessica - age 8
9.- WOULD YOU LIKE TO TEACH ENGLISH TO BABIES?
Our dear friend and SHARER Maria Marta Suárez sends us this message with a most tempting offer:
Would you like to teach babies? Now you can embark on this most rewarding teaching adventure with the youngest possible learners: babies! Research has demonstrated that babies can learn more than one language at the same time naturally and
We have designed a practical training that will allow you to start a new and rewarding profession as a teacher by comfortably working at home or at a nearby nursery with babies as from 8 months old. During January, we will be offering presentations and talks on our next trainings. Please call IACA 0011 4821-0280 or send us an e-mail: firstname.lastname@example.org
Time to say goodbye again.
In these times of hardship we thought that this part of the Christmas message a very “new” SHARER Patricia Groeting email@example.com, sent us could be most appropriate. It is a well known piece but we know it will do us all a lot of good if we can take it deep into our hearts :
the courage to accept with serenity the things I cannot change,
give me the courage to change the things that should be changed,
and give me the wisdom to distinguish one from the other.
HAVE A WONDERFUL WEEK !
Omar and Marina.
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